CONSUMER BEHAVIOUR
CSB711S
Chapter 6
1. To Understand the Sensory
Dynamics of Perception.
2. To Learn About the Three
Elements of Perception.
3. To Understand the
Components of Consumer
Imagery and Their Strategic
Applications.
Copyright 2010
Pearson Education,
Inc. Publishing as
2
Chapter Six Slide
CHAPTER
SEVEN
Study Unit 3
Consumer Learning
Learning Objectives
1. To Understand the Process and Four
Elements of Consumer Learning.
2. To Study Behavioral Learning and
Understand Its Applications to Consumption
Behavior.
3. To Study Information Processing and
Cognitive Learning and Understand Their
Strategic Applications to Consumer Behavior.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 4
Learning Objectives (continued)
4. To Study Consumer Involvement and Passive
Learning and Understand Their Strategic
Affects on Consumer Behavior.
5. To Understand How Consumer Learning and
Its Results Are Measured.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 5
Definition of Learning
• The process by which
individuals acquire the
purchase and
consumption
knowledge and
experience that they
apply to future related
behavior
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 6
Elements of Learning Theories
Motivation
Cues
Response
Reinforcement
• Unfilled needs lead to motivation
• Stimuli that direct motives
• Consumer reaction to a drive or cue
• Increases the likelihood that a response
will occur in the future as a result of a cue
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 7
Two Major Learning Theories
Behavioral Learning
Cognitive Learning
• Based on
observable
behaviors
(responses) that
occur as the result
of exposure to
stimuli
• Learning based on
mental
information
processing
• Often in response
to problem solving
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 8
Behavioral Learning
Classical
Conditioning
Instrumental (Operant)
Conditioning
• A behavioral learning
theory according to which
a stimulus is paired with
another stimulus that
elicits a known response
that serves to produce
the same response when
used alone.
• A behavioral theory of
learning based on a trialand-error process, with
habits forced as the result
of positive experiences
(reinforcement) resulting
from certain responses or
behaviors.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide9
Strategic Applications of
Classical Conditioning
Basic Concepts
• Repetition
• Stimulus
generalization
• Stimulus
discrimination
• Increases the
association between the
conditioned and
unconditioned stimulus
• Slows the pace of
forgetting
• Advertising wearout is a
problem
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 10
Why Did Gillette Use
Two Different Ads to Advertise
the Same Product?
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Chapter Seven Slide 11
Repetition of the Message with Varied Ads
Results in More Information Processing
by the Consumer
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 12
Strategic Applications of
Classical Conditioning
Basic Concepts
• Repetition
• Stimulus
generalization
• Stimulus
discrimination
• Having the same
response to slightly
different stimuli
• Helps “me-too”
products to succeed
• Useful in:
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
– product extensions
– family branding
– licensing
Chapter Seven Slide 13
Strategic Applications of
Classical Conditioning
Basic Concepts
• Repetition
• Stimulus
generalization
• Stimulus
discrimination
• Selection of a specific
stimulus from similar
stimuli (positioning)
• Opposite of stimulus
generalization
• This discrimination is
the basis of positioning
which looks for unique
ways to fill needs
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 14
Behavioral Learning
Classical
Conditioning
Instrumental (Operant)
Conditioning
• A behavioral learning
theory according to which
a stimulus is paired with
another stimulus that
elicits a known response
that serves to produce
the same response when
used alone.
• A behavioral theory of
learning based on a trialand-error process, with
habits forced as the result
of positive experiences
(reinforcement) resulting
from certain responses or
behaviors.
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide
15
Instrumental conditioning
Reinforcement of Behavior:
Positive
Negative
• Positive
outcome
• Strengthen
likelihood
• Negative
outcome
• Encourages
behavior
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 16
Reinforcement of Behavior
Extinction
Forgetting
• A learned
response is no
longer reinforced
• The link is
eliminated
between stimulus
and reward
• The
reinforcement is
forgotten
• Link is destroyed
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 17
Strategic Applications of
Instrumental Conditioning
• Customer Satisfaction (Reinforcement)
• Reinforcement Schedules (after behavior
occurs)
• Shaping (before behavior occurs)
• Massed versus Distributed Learning
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 18
Two Major Learning Theories
Behavioral Learning
Cognitive Learning
• Based on
observable
behaviors
(responses) that
occur as the result
of exposure to
stimuli
• Learning based on
mental
information
processing
• Often in response
to problem solving
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 19
Information Processing and
Cognitive Learning
• Cognitive Learning
– Learning involves
complex mental
processing of
information
– Emphasizes the role
of motivation
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 20
Information Processing and Memory
Stores - Figure 7.10
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Chapter Seven Slide 21
Theoretical Models of Cognitive
Learning - Table 7.1
Promotional Tricompetent
Generic
Model
Model
Framework
Knowledge
Evaluation
Behavior
Attention
Interest
Desire
Action
Cognitive
Affective
Conative
DecisionMaking
Model
Innovation
Adoption
Model
Awareness
Knowledge
Awareness
Innovation
Decision
Process
Knowledge
Interest
Evaluation Evaluation Persuasion
Purchase
Trial
Decision
Postpurchase Adoption Confirmation
Evaluation
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 22
Involvement and Passive
Learning Topics
• Definitions and Measures of Involvement
• Marketing Applications of Involvement
• Central and Peripheral Routes to Persuasion
• Hemispheral Lateralization and Passive
Learning
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 23
Involvement and Passive
Learning
Involvement
• Degree of personal relevance that the
product or purchase holds for that customer.
• High involvement purchases are very
important to the consumer
• Low-involvement hold little relevance, have
little perceived risk, and have limited
information processing
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 24
Measuring Involvement with an
Advertisement - Table 7.3
Subjects respond to the following statements on a 7-point Likert scale ranging
from “Strongly Agree” to “Strongly Disagree.”
The message in the slogan was important to me
The slogan didn’t have anything to do with my needs
The slogan made me think about joining the military
The slogan made me want to join the military
While reading the slogan, I thought about how the military might be useful for me
The slogan did not show me anything that would make me join the military
I have a more favorable view of the military after seeing the slogan
The slogan showed me the military has certain advantages
The slogan was meaningful to me
The slogan was worth remembering
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 25
Marketing Applications of
Involvement
• Ads in video games
• Avatars
• Sensory appeals in ads to get more
attention
• Forging bonds and relationships with
consumers
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 26
Central and Peripheral Routes
to Persuasion
Central route to persuasion
• For high involvement purchases
• Requires cognitive processing
Peripheral route to persuasion
• Low involvement
• Consumer less motivated to think
• Learning through repetition, visual cues, and
holistic perception
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 27
Central route to persuasion
• Jessica is a sports fanatic and captain of her school's volleyball
and basketball teams. While watching one of her favorite
shows, she sees a commercial for a pair of shoes that claim to
provide extra heel support and increase the height of her
jump. The commercial also provides laboratory findings from
three independent studies that support the commercial's
claims about the shoes. Jessica decides that having the shoes
will improve her performance, so she goes to the mall to
purchase her very own pair.
• In this example, the commercial persuaded Jessica to
purchase the shoes using the central route to persuasion.
The central route to persuasion occurs when a person is
persuaded to act based on the arguments or the content of
the message.
28
Peripheral route to persuasion
• Let’s say Jessica had no interest in sports or jumping higher. If
Jessica was persuaded to buy the shoes because she was
attracted to the athlete in the commercial, or if Jessica was
persuaded because she saw one of her favorite celebrities
wearing the exact same shoe, she would be influenced by
peripheral route to persuasion.
29
Hemispheral Lateralization and
Passive Learning
• Hemispheral lateralization
– Also called split-brain theory
• Left Brain
– Rational
– Active
– Realistic
• Right Brain
– Emotional
– Metaphoric
– Impulsive
– Intuitive
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 30
Measures of Consumer Learning
Brand Loyalty
• Recognition and Recall Measures
• Brand Loyalty
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Chapter Seven Slide 31
Measures of Consumer Learning
Brand Loyalty
Three groups of factors
• Personal degree of risk aversion or variety
seeking
• The brand’s reputation and availability of
substitutes
• Social group influences
Four types of loyalty
• No loyalty
• Covetous loyalty (No purchase but
attachment)
• Inertia loyalty (Purchase with no
attachment)
• Premium loyalty
Brand Equity – the value inherent in
a well-known brand name
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 32
Homework
1. Name, surname and student number
2. 1 page mind map of consumer learning
33
Class Test
1. Name, surname and student number
2. Question: Identify the four elements of
Consumer Learning
34
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Copyright © 2010 Pearson Education, Inc. Publishing as
Prentice Hall
Copyright 2010 Pearson Education, Inc. Publishing as Prentice Hall
Chapter Seven Slide 36